EXPERIENCE OF PRE-SERVICE SCIENCE TEACHERS ON DIALOGIC INTERACTION
The purpose of the study is to elicit pre-service science teachers’ experiences related to dialogic interaction, one of the dimensions of communicative approach. The research employed the case study design, which is one of the qualitative research methods. The study was conducted on six pre-service science teachers doing their practicum teaching in state schools with differing socio-colturel levels. As of the beginning of the practicum teaching, an instructional program was administered to the pre-service teachers by the researcher for 7 weeks. The data of the study were collected by means of semi-structured interviews and then classified and presented under different categories. The collected data were analyzed by using the content analysis technique. The participating pre-service teachers have mentioned their viewpoints about dialogic interaction, required conditions for its application, problems that can be experienced during its application and some other related points they have recognized. Some of the pre-service teachers stated that the teacher’s lack of experience, content knowledge and time can cause some problems in the application of dialogic interaction. While some of the teachers pointed out that suitable classroom environments should be established for them to use dialogic interaction, some others mentioned the classroom arrangement and ideal number of students for effective use of dialogic interaction in the classroom environment.

Keywords
Science course, teacher talk, pre-service teacher, communicative approach, dialogic interaction.